On October 23rd, 2014, we updated our
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Subjective Analysis (materials requirements) Objective Analysis (materials evaluation) Audience 1A Who are the learners? 1B Who is the material intended for? Aims 2A What are the aims of the course? 2B What are the aims of the materials?
The Language description
-Some other kind
The Language points that should be covered
3B The Types of linguistic description used in the materials 4B The Language points that the materials cover
5A The Proportion of work on each macro-skill (e.g. reading) Skill-integrated work 6A The needed Micro-skills 5B The Proportion of work on each skill Skill-integrated work 6B The Micro-skills that are covered in the material
7A The text types that should be included -Manuals,Letters, Dialogues, Experimental Reports, Visual texts (pictures, diagrams, charts, graphs, cartoons etc.), Listening texts 7B The kinds of texts in the materials
What subject-matter area is required?
What level of knowledge should be assumed?
What topics are needed?
What treatment should be the topics given?
What is the subject-matter areas, assumed level of knowledge and types of topics in the materials?
What treatment are the topics given?
9A How should a content be organised throughout the course? 10A How should a content be organised within the course units? 11A How is the content senquenced throughout the course? 9B How is the content organised throughout the materials? 10B How is the content organised within units? 11B How is the content sequenced throughout the book?
12 A How should the content be sequenced within a unit? 12 B How is the content sequenced within a unit?
Methodology 13 A What theory of learning should the course be based on? 14A What aspects of the learners' attitudes to learning English should the course take into account? 13B What theory of learning are the materials are based on? 14B What attitudes to learning English are the materials based on?
15A What kinds of exercisestasks are needed? (guided free?) 16A What teaching-learning techniques are to be used? 15B What kinds of exercisestasks are included in the materials? 16B What teaching-learning techniques can be used with the materials?
17A What aids are available for use? 18A What guidance for teaching the course will be needed? 19A How flexible do the materials need to be? 17B What aids do the materials require? 18B What guidance do the materials provide? 19B In what ways are the materials flexible?
20A What price range is necessary? 21A When and in what quantities should the materials be available? 20B What is the price ? 21B When and how readily can the materials be obtained?
Follow the steps
Answer the A questions first to identify your requirements Analyse the materials you have selected by answering the questions B .
Compare the A and B findings How? Award the points
0 = does not match the desired features
1 = partly matches the desired features
2 = closely matches the desired features
Look for the widest spread of desired features and concentrations in the areas you consider most important
Make your choice and use your findings to prepare any documentation needed for defending your decision
Conclusion We observed the materials evaluation as one way of exploiting a course design It can save a lot of duplication of effort by possibly revealing materials that can provide all or part of your materials needs The evaluation process should be systematic The evaluation process is best seen as a matching exercise : matching your analyzed needs with available solutions